'I praise you because I am fearfully and wonderfully made.'
At St Hilda’s, personal, social, health and economic (PSHE) education is an embedded part of our broad and balanced curriculum. Pupils’ spiritual, moral, social and cultural (SMSC) development is at the heart of our school ethos. British Values are promoted through the overarching aims and objectives of PSHE by supporting our children to become healthy and responsible members of society, as well as preparing them for life and work in modern Britain.
The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Our Pupil Premium and children with SEND have been carefully considered when planning the curriculum content, resources and delivery.
At St Hilda’s Primary School, personal, social, health and economic (PSHE) education enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
Our intent is to build a PSHE curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now and in their future roles within a global community.
The curriculum will demonstrate appropriate subject knowledge, skills and understanding to fulfil the duties of the Relationship and Sex Education (RSE) and Health Education HE) whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life’.
Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred
learning styles and the need for differentiation. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.
There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July:
Each Puzzle has six Pieces (lessons) which work towards an ‘end product’. Each Piece has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills (covering the SEAL learning intentions but also enhanced). The enhancements mean that Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.
Each Piece allows the children to:
The Jigsaw Friends are used in the main as the ‘talking object’ in circle discussions. The children and staff pass the particular Friend for their class around the circle and when holding the Jigsaw Friend it is your turn to talk or to offer a suggestion, experience or feeling relevant to the discussion.